Ebrahim Mousavi

Mohammadreza amiri, GholamAli montazer, Ebrahim Mousavi

The E-learning environment offers greater flexibility compared to face-to-face interactions, allowing for adapting educational content to meet learners' individual needs and abilities through personalization and customization of e-content and the educational process. Despite the advantages of this approach, customizing the learning environment can reduce the costs of tutoring systems for similar learners by utilizing the same content and process for co-like learning groups. Various indicators for grouping learners exist, but many of them are conceptual, uncertain, and subject to change over time. In this article, we propose using the Felder-Silverman model, which is based on learning styles, to group similar learners. Additionally, we model the behaviors and actions of e-learners in a network environment using Fuzzy Set Theory (FST). After identifying the learning styles of the learners, co-like learning groups are formed, and each group receives adaptive content based on their preferences, needs, talents, and abilities. By comparing the results of the experimental and control groups, we determine the effectiveness of the proposed grouping method. In terms of "educational success," the weighted average score of the experimental group is 17.65 out of 20, while the control group achieves a score of 12.6 out of 20. Furthermore, the "educational satisfaction" of the experimental group is 67%, whereas the control group's satisfaction level is 37%.

Mahdi Pourmirzaei, Gholam Ali Montazer, Ebrahim Mousavi

In recent years, the main problem in e-learning has shifted from analyzing content to personalization of learning environment by Intelligence Tutoring Systems (ITSs). Therefore, by designing personalized teaching models, learners are able to have a successful and satisfying experience in achieving their learning goals. Affective Tutoring Systems (ATSs) are some kinds of ITS that can recognize and respond to affective states of learner. In this study, we designed, implemented, and evaluated a system to personalize the learning environment based on the facial emotions recognition, head pose estimation, and cognitive style of learners. First, a unit called Intelligent Analyzer (AI) created which was responsible for recognizing facial expression and head angles of learners. Next, the ATS was built which mainly made of two units: ITS, IA. Results indicated that with the ATS, participants needed less efforts to pass the tests. In other words, we observed when the IA unit was activated, learners could pass the final tests in fewer attempts than those for whom the IA unit was deactivated. Additionally, they showed an improvement in terms of the mean passing score and academic satisfaction.

Mahdi Pourmirzaei, Farzaneh Esmaili, Ebrahim Mousavi et al.

The cost of head pose labeling is the main challenge of improving the fine-grained Head Pose Estimation (HPE). Although Self-Supervised Learning (SSL) can be a solution to the lack of huge amounts of labeled data, its efficacy for fine-grained HPE is not yet fully explored. This study aims to assess the usage of SSL in fine-grained HPE based on two scenarios: (1) using SSL for weights pre-training procedure, and (2) leveraging auxiliary SSL losses besides HPE. We design a Hybrid Multi-Task Learning (HMTL) architecture based on the ResNet50 backbone in which both strategies are applied. Our experimental results reveal that the combination of both scenarios is the best for HPE. Together, the average error rate is reduced up to 23.1% for AFLW2000 and 14.2% for BIWI benchmark compared to the baseline. Moreover, it is found that some SSL methods are more suitable for transfer learning, while others may be effective when they are considered as auxiliary tasks incorporated into supervised learning. Finally, it is shown that by using the proposed HMTL architecture, the average error is reduced with different types of initial weights: random, ImageNet and SSL pre-trained weights.