Noorhan Abbas

Alexander Gray, Noorhan Abbas

News recommendation is crucial for facilitating individuals' access to articles, particularly amid the increasingly digital landscape of news consumption. Consequently, extensive research is dedicated to News Recommender Systems (NRS) with increasingly sophisticated algorithms. Despite this sustained scholarly inquiry, there exists a notable research gap regarding the potential synergy achievable by amalgamating these algorithms to yield superior outcomes. This paper endeavours to address this gap by demonstrating how ensemble methods can be used to combine many diverse state-of-the-art algorithms to achieve superior results on the Microsoft News dataset (MIND). Additionally, we identify scenarios where ensemble methods fail to improve results and offer explanations for this occurrence. Our findings demonstrate that a combination of NRS algorithms can outperform individual algorithms, provided that the base learners are sufficiently diverse, with improvements of up to 5\% observed for an ensemble consisting of a content-based BERT approach and the collaborative filtering LSTUR algorithm. Additionally, our results demonstrate the absence of any improvement when combining insufficiently distinct methods. These findings provide insight into successful approaches of ensemble methods in NRS and advocates for the development of better systems through appropriate ensemble solutions.

J. J. Merelo, P. A. Castillo, Antonio M. Mora et al.

Introducing new technologies such as messaging platforms, and the chatbots attached to them, in higher education, is rapidly growing. This introduction entails a careful consideration of the potential opportunities and/or challenges of adopting these tools. Hence, a thorough examination of the teachers' experiences in this discipline can shed light on the effective ways of enhancing students' learning and boosting their progress. In this contribution, we have surveyed the opinions of tertiary education teachers based in Spain (mainly) and Spanish-speaking countries. The focus of these surveys is to collect teachers' feedback about their opinions regarding the introduction of the messaging platforms and chatbots in their classes, understand their needs and to gather information about the various educational use cases where these tools are valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools can vary across gender, experience, and their discipline of specialisation is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.