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In this manuscript, we develop a multi-party framework tailored for multiple data contributors seeking machine learning insights from combined data sources. Grounded in statistical learning principles, we introduce the Multi-Key Homomorphic Encryption Logistic Regression (MK-HELR) algorithm, designed to execute logistic regression on encrypted multi-party data. Given that models built on aggregated datasets often demonstrate superior generalization capabilities, our approach offers data contributors the collective strength of shared data while ensuring their original data remains private due to encryption. Apart from facilitating logistic regression on combined encrypted data from diverse sources, this algorithm creates a collaborative learning environment with dynamic membership. Notably, it can seamlessly incorporate new participants during the learning process, addressing the key limitation of prior methods that demanded a predetermined number of contributors to be set before the learning process begins. This flexibility is crucial in real-world scenarios, accommodating varying data contribution timelines and unanticipated fluctuations in participant numbers, due to additions and departures. Using the AI4I public predictive maintenance dataset, we demonstrate the MK-HELR algorithm, setting the stage for further research in secure, dynamic, and collaborative multi-party learning scenarios.

This paper reviews the literature on integrating AI in e-learning, from the viewpoint of cognitive neuropsychology, for Personalized Learning (PL) and Adaptive Assessment (AA). This review follows the PRISMA systematic review methodology and synthesizes the results of 85 studies that were selected from an initial pool of 818 records across several databases. The results indicate that AI can improve students’ performance, engagement, and motivation; at the same time, some challenges like bias and discrimination should be noted. The review covers the historic development of AI in education, its theoretical grounding, and its practical applications within PL and AA with high promise and ethical issues of AI-powered educational systems. Future directions are empirical validation of effectiveness and equity, development of algorithms that reduce bias, and exploration of ethical implications regarding data privacy. The review identifies the transformative potential of AI in developing personalized and adaptive learning (AL) environments, thus, it advocates continued development and exploration as a means to improve educational outcomes.

The development of smart network infrastructure of the Internet of Things (IoT) faces the immense threat of sophisticated Distributed Denial-of-Services (DDoS) security attacks. The existing network security solutions of enterprise networks are significantly expensive and unscalable for IoT. The integration of recently developed Software Defined Networking (SDN) reduces a significant amount of computational overhead for IoT network devices and enables additional security measurements. At the prelude stage of SDN-enabled IoT network infrastructure, the sampling based security approach currently results in low accuracy and low DDoS attack detection. In this paper, we propose an Adaptive Machine Learning based SDN-enabled Distributed Denial-of-Services attacks Detection and Mitigation (AMLSDM) framework. The proposed AMLSDM framework develops an SDN-enabled security mechanism for IoT devices with the support of an adaptive machine learning classification model to achieve the successful detection and mitigation of DDoS attacks. The proposed framework utilizes machine learning algorithms in an adaptive multilayered feed-forwarding scheme to successfully detect the DDoS attacks by examining the static features of the inspected network traffic. In the proposed adaptive multilayered feed-forwarding framework, the first layer utilizes Support Vector Machine (SVM), Naive Bayes (NB), Random Forest (RF), k-Nearest Neighbor (kNN), and Logistic Regression (LR) classifiers to build a model for detecting DDoS attacks from the training and testing environment-specific datasets. The output of the first layer passes to an Ensemble Voting (EV) algorithm, which accumulates the performance of the first layer classifiers. In the third layer, the adaptive frameworks measures the real-time live network traffic to detect the DDoS attacks in the network traffic. The proposed framework utilizes a remote SDN controller to mitigate the detected DDoS attacks over Open Flow (OF) switches and reconfigures the network resources for legitimate network hosts. The experimental results show the better performance of the proposed framework as compared to existing state-of-the art solutions in terms of higher accuracy of DDoS detection and low false alarm rate.

Corona Virus Disease 2019 (COVID-19) pandemic has increased the importance of Virtual Learning Environments (VLEs) instigating students to study from their homes. Every day a tremendous amount of data is generated when students interact with VLEs to perform different activities and access learning material. To make the generated data useful, it must be processed and managed by the proper machine learning (ML) algorithm. ML algorithms’ applications are many folds with Education Data Mining (EDM) and Learning Analytics (LA) as their major fields. ML algorithms are commonly used to process raw data to discover hidden patterns and construct a model to make future predictions, such as predicting students’ performance, dropouts, engagement, etc . However, in VLE, it is important to select the right and most applicable ML algorithm to give the best performance results. In this study, we aim to improve those ML and DL algorithms’ performance that give an inferior performance in terms of performance, accuracy, precision, recall, and F1 score. Several ML algorithms were applied on Open University Learning Analytics (OULA) dataset to reveal which one offers the best results in terms of performance, accuracy, precision, recall, and F1 score. Two popular ML algorithms called Decision Tree (DT) and Feed-Forward Neural Network (FFNN) provided unsatisfactory results. They were selected and experimented with various techniques such as grid search cross-validation, adaptive boosting, extreme gradient boosting, early stopping, feature engineering, and dropping inactive neurons to improve their performance scores. Moreover, we also determined the feature weights/importance in predicting the students’ study performance, leading to the design and development of the adaptive learning system. The ML techniques and the methods used in this research study can be used by instructors/administrators to optimize learning content and provide informed guidance to students, thus improving their learning experience and making it exciting and adaptive.

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.

Shear connectors play a prominent role in the design of steel-concrete composite systems. The behavior of shear connectors is generally determined through conducting push-out tests. However, these tests are costly and require plenty of time. As an alternative approach, soft computing (SC) can be used to eliminate the need for conducting push-out tests. This study aims to investigate the application of artificial intelligence (AI) techniques, as sub-branches of SC methods, in the behavior prediction of an innovative type of C-shaped shear connectors, called Tilted Angle Connectors. For this purpose, several push-out tests are conducted on these connectors and the required data for the AI models are collected. Then, an adaptive neuro-fuzzy inference system (ANFIS) is developed to identify the most influencing parameters on the shear strength of the tilted angle connectors. Totally, six different models are created based on the ANFIS results. Finally, AI techniques such as an artificial neural network (ANN), an extreme learning machine (ELM), and another ANFIS are employed to predict the shear strength of the connectors in each of the six models. The results of the paper show that slip is the most influential factor in the shear strength of tilted connectors and after that, the inclination angle is the most effective one. Moreover, it is deducted that considering only four parameters in the predictive models is enough to have a very accurate prediction. It is also demonstrated that ELM needs less time and it can reach slightly better performance indices than those of ANN and ANFIS.

Collaborative problem solving (CPS) enables student groups to complete learning tasks, construct knowledge, and solve problems. Previous research has argued the importance of examining the complexity of CPS, including its multimodality, dynamics, and synergy from the complex adaptive systems perspective. However, there is limited empirical research examining the adaptive and temporal characteristics of CPS, which may have led to an oversimplified representation of the real complexity of the CPS process. To expand our understanding of the nature of CPS in online interaction settings, the present research collected multimodal process and performance data (i.e., speech, computer screen recordings, concept map data) and proposed a three-layered analytical framework that integrated AI algorithms with learning analytics to analyze the regularity of groups’ collaboration patterns. The results surfaced three types of collaborative patterns in groups, namely the behaviour-oriented collaborative pattern (Type 1) associated with medium-level performance, the communication-behaviour-synergistic collaborative pattern (Type 2) associated with high-level performance, and the communication-oriented collaborative pattern (Type 3) associated with low-level performance. This research further highlighted the multimodal, dynamic, and synergistic characteristics of groups’ collaborative patterns to explain the emergence of an adaptive, self-organizing system during the CPS process. According to the empirical research results, theoretical, pedagogical, and analytical implications were discussed to guide the future research and practice of CPS.

This review examines the increasing application of artificial intelligence (AI) and/or machine learning (ML) in microalgae processes, focusing on their ability to improve production efficiency, yield, and process control. AI/ML technologies are used in various aspects of microalgae processes, such as real-time monitoring, species identification, the optimization of growth conditions, harvesting, and the purification of bioproducts. Commonly employed ML algorithms, including the support vector machine (SVM), genetic algorithm (GA), decision tree (DT), random forest (RF), artificial neural network (ANN), and deep learning (DL), each have unique strengths but also present challenges, such as computational demands, overfitting, and transparency. Despite these hurdles, AI/ML technologies have shown significant improvements in system performance, scalability, and resource efficiency, as well as in cutting costs, minimizing downtime, and reducing environmental impact. However, broader implementations face obstacles, including data availability, model complexity, scalability issues, cybersecurity threats, and regulatory challenges. To address these issues, solutions, such as the use of simulation-based data, modular system designs, and adaptive learning models, have been proposed. This review contributes to the literature by offering a thorough analysis of the practical applications, obstacles, and benefits of AI/ML in microalgae processes, offering critical insights into this fast-evolving field.

COVID-19 disease is a major health calamity in twentieth century, in which the infection is spreading at the global level. Developing countries like Bangladesh, India, and others are still facing a delay in recognizing COVID-19 cases. Hence, there is a need for immediate recognition with perfect identification of infection. This clear visualization helps to save the life of suspected COVID-19 patients. With the help of traditional RT-PCR testing, the combination of medical images and deep learning classifiers delivers more hopeful results with high accuracy in the prediction and recognition of COVID-19 cases. COVID-19 disease is recently researched through sample chest X-ray images, which have already proven its efficiency in lung diseases. To emphasize corona virus testing methods and to control the community spreading, the automatic detection process of COVID-19 is processed through the detailed medication reports from medical images. Although there are numerous challenges in the manual understanding of traces in COVID-19 infection from X-ray, the subtle differences among normal and infected X-rays can be traced by the data patterns of Convolutional Neural Network (CNN). To improve the detection performance of CNN, this paper plans to develop an Ensemble Learning with CNN-based Deep Features (EL-CNN-DF). In the initial phase, image scaling and median filtering perform the pre-processing of the chest X-ray images gathered from the benchmark source. The second phase is lung segmentation, which is the significant step for COVID detection. It is accomplished by the Adaptive Activation Function-based U-Net (AAF-U-Net). Once the lungs are segmented, it is subjected to novel EL-CNN-DF, in which the deep features are extracted from the pooling layer of CNN, and the fully connected layer of CNN are replaced with the three classifiers termed “Support Vector Machine (SVM), Autoencoder, Naive Bayes (NB)”. The final detection of COVID-19 is done by these classifiers, in which high ranking strategy is utilized. As a modification, a Self Adaptive-Tunicate Swarm Algorithm (SA-TSA) is adopted as a boosting algorithm to enhance the performance of segmentation and detection. The overall analysis has shown that the precision of the enhanced CNN by using SA-TSA was 1.02%, 4.63%, 3.38%, 1.62%, 1.51% and 1.04% better than SVM, autoencoder, NB, Ensemble, RNN and LSTM respectively. The comparative performance analysis on existing model proves that the proposed algorithm is better than other algorithms in terms of segmentation and classification of COVID-19 detection.

This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.