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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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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.",{"EN":796},"Systematic review of research on artificial intelligence applications in higher education – where are the educators?",{"VOID":798},"10.1186\u002Fs41239-019-0171-0","PUBLICATION","2026-05-04T13:24:23.577+00:00","Auto Verify",[102],"https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-019-0171-0",[805,826,843,860],{"id":806,"sortIndex":115,"researcher":26,"roles":807,"affiliations":808,"properties":819},"d831bb9c-087e-47ad-9eb4-607f7389c832",[],[809],{"id":810,"sortIndex":36,"affiliation":811,"properties":26},"92e84324-8b75-4acc-95a8-68cb3fe5ed76",{"id":812,"createTime":813,"updateTime":813,"relativeEntities":814,"slug":815,"properties":816,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"60459ea0-d69e-4688-a3a9-93fc272c9f25","2026-05-04T13:24:23.588+00:00",[],"Faculty-of-Education-and-Social-Sciences-University-of-Oldenburg-Ammerl%C3%A4nder-Heerstr-138-26129-Oldenburg-Germany",{"title":817},{"EN":818},"Faculty of Education and Social Sciences, University of Oldenburg, Ammerländer Heerstr. 138, 26129, Oldenburg, Germany",{"openalex":820,"orcid":822,"title":824},{"VOID":821},"A5081077793",{"VOID":823},"https:\u002F\u002Forcid.org\u002F0000-0002-4673-6190",{"EN":825},"Victoria I. 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IEEE Access, 4, 2379–2387. \n                    https:\u002F\u002Fdoi.org\u002F10.1109\u002FACCESS.2016.2568756\n                    \n                  .",{"doi":934},"10.1109\u002FACCESS.2016.2568756",{"id":26,"text":936,"url":26,"identifiers":937},"Ahmad, H., & Rashid, T. (2016). Lecturer performance analysis using multiple classifiers. Journal of Computer Science, 12(5), 255–264. \n                    https:\u002F\u002Fdoi.org\u002F10.3844\u002Ffjcssp.2016.255.264\n                    \n                  .",{"doi":938},"10.3844\u002Ffjcssp.2016.255.264",{"id":26,"text":940,"url":26,"identifiers":941},"Alfarsi, G. M. S., Omar, K. A. M., & Alsinani, M. J. (2017). A rule-based system for advising undergraduate students. Journal of Theoretical and Applied Information Technology, 95(11) Retrieved from \n                    http:\u002F\u002Fwww.jatit.org\n                    \n                  .",{},{"id":26,"text":943,"url":26,"identifiers":944},"Alkhasawneh, R., & Hargraves, R. H. (2014). Developing a hybrid model to predict student first year retention in STEM disciplines using machine learning techniques. Journal of STEM Education: Innovations & Research, 15(3), 35–42 \n                    https:\u002F\u002Fcore.ac.uk\u002Fdownload\u002Fpdf\u002F51289621.pdf\n                    \n                  .",{},{"id":26,"text":946,"url":26,"identifiers":947},"Aluko, R. O., Adenuga, O. A., Kukoyi, P. O., Soyingbe, A. A., & Oyedeji, J. O. (2016). Predicting the academic success of architecture students by pre-enrolment requirement: Using machine-learning techniques. Construction Economics and Building, 16(4), 86–98. \n                    https:\u002F\u002Fdoi.org\u002F10.5130\u002FAJCEB.v16i4.5184\n                    \n                  .",{"doi":948},"10.5130\u002FAJCEB.v16i4.5184",{"id":26,"text":950,"url":26,"identifiers":951},"Aluthman, E. S. (2016). The effect of using automated essay evaluation on ESL undergraduate students’ writing skill. International Journal of English Linguistics, 6(5), 54–67. \n                    https:\u002F\u002Fdoi.org\u002F10.5539\u002Fijel.v6n5p54\n                    \n                  .",{"doi":952},"10.5539\u002Fijel.v6n5p54",{"id":26,"text":954,"url":26,"identifiers":955},"Amigud, A., Arnedo-Moreno, J., Daradoumis, T., & Guerrero-Roldan, A.-E. (2017). Using learning analytics for preserving academic integrity. International Review of Research in Open and Distance Learning, 18(5), 192–210. \n                    https:\u002F\u002Fdoi.org\u002F10.19173\u002Firrodl.v18i5.3103\n                    \n                  .",{"doi":956},"10.19173\u002Firrodl.v18i5.3103",{"id":26,"text":958,"url":26,"identifiers":959},"Andris, C., Cowen, D., & Wittenbach, J. (2013). Support vector machine for spatial variation. Transactions in GIS, 17(1), 41–61. \n                    https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-9671.2012.01354.x\n                    \n                  .",{"doi":960},"10.1111\u002Fj.1467-9671.2012.01354.x",{"id":26,"text":962,"url":26,"identifiers":963},"Aparicio, F., Morales-Botello, M. L., Rubio, M., Hernando, A., Muñoz, R., López-Fernández, H., … de Buenaga, M. (2018). Perceptions of the use of intelligent information access systems in university level active learning activities among teachers of biomedical subjects. International Journal of Medical Informatics, 112(December 2017), 21–33. \n                    https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijmedinf.2017.12.016\n                    \n                  .",{"doi":964},"10.1016\u002Fj.ijmedinf.2017.12.016",{"id":26,"text":966,"url":26,"identifiers":967},"Babić, I. D. (2017). Machine learning methods in predicting the student academic motivation. Croatian Operational Research Review, 8(2), 443–461. \n                    https:\u002F\u002Fdoi.org\u002F10.17535\u002Fcrorr.2017.0028\n                    \n                  .",{"doi":968},"10.17535\u002Fcrorr.2017.0028",{"id":26,"text":970,"url":26,"identifiers":971},"Bahadır, E. (2016). Using neural network and logistic regression analysis to predict prospective mathematics teachers’ academic success upon entering graduate education. Kuram ve Uygulamada Egitim Bilimleri, 16(3), 943–964. \n                    https:\u002F\u002Fdoi.org\u002F10.12738\u002Festp.2016.3.0214\n                    \n                  .",{"doi":972},"10.12738\u002Festp.2016.3.0214",{"id":26,"text":974,"url":26,"identifiers":975},"Bakeman, R., & Gottman, J. M. (1997). Observing interaction - an introduction to sequential analysis. Cambridge: Cambridge University Press.",{"doi":976},"10.1017\u002FCBO9780511527685",{"id":26,"text":978,"url":26,"identifiers":979},"Baker, R. S. (2016). Stupid Tutoring Systems, Intelligent Humans. International Journal of Artificial Intelligence in Education, 26(2), 600–614. \n                    https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40593-016-0105-0\n                    \n                  .",{"doi":980},"10.1007\u002Fs40593-016-0105-0",{"id":26,"text":982,"url":26,"identifiers":983},"Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Retrieved from Nesta Foundation website: \n                    https:\u002F\u002Fmedia.nesta.org.uk\u002Fdocuments\u002FFuture_of_AI_and_education_v5_WEB.pdf",{},{"id":26,"text":985,"url":26,"identifiers":986},"Barker, T. (2010). An automated feedback system based on adaptive testing: Extending the model. International Journal of Emerging Technologies in Learning, 5(2), 11–14. \n                    https:\u002F\u002Fdoi.org\u002F10.3991\u002Fijet.v5i2.1235\n                    \n                  .",{"doi":987},"10.3991\u002Fijet.v5i2.1235",{"id":26,"text":989,"url":26,"identifiers":990},"Barker, T. (2011). An automated individual feedback and marking system: An empirical study. Electronic Journal of E-Learning, 9(1), 1–14 \n                    https:\u002F\u002Fwww.learntechlib.org\u002Fp\u002F52053\u002F\n                    \n                  .",{},{"id":26,"text":992,"url":26,"identifiers":993},"Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: The absence of underlying pedagogies. 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Computers & Education, 81, 82–88. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2014.09.012 .",{"doi":2176},"10.1016\u002Fj.compedu.2014.09.012",{"id":2178,"createTime":2179,"updateTime":2179,"relativeEntities":2180,"slug":2181,"properties":2182,"entityType":799,"verifyStatus":25,"verifyTime":2190,"verifyNote":801,"syncStatus":28,"languages":2191,"translateLanguages":26,"viewCount":36,"primaryUrl":2192,"fullTextUrl":26,"authors":2193,"publicationType":875,"publisherRelationship":2215,"citationCount":367,"citationInfo":2248,"publishDate":26,"publishYear":26,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":2250,"openAccess":26,"references":2251,"isForceReanalyzing":1462},"34cf5f4c-1cc9-4f07-93ee-4e5a9fb3a8a9","2026-05-04T13:24:14.046+00:00",[],"From-concerns-to-benefits-a-comprehensive-study-of-ChatGPT-usage-in-education",{"keywords":2183,"abstract":2184,"title":2186,"doi":2188},{},{"EN":2185},"AbstractArtificial Intelligence (AI) chatbots are increasingly becoming integral components of the digital learning ecosystem. As AI technologies continue to evolve, it is crucial to understand the factors influencing their adoption and use among students in higher education. This study is undertaken against this backdrop to explore the behavioral determinants associated with the use of the AI Chatbot, ChatGPT, among university students. The investigation delves into the role of ChatGPT’s self-learning capabilities and their influence on students’ knowledge acquisition and application, subsequently affecting the individual impact. It further elucidates the correlation of chatbot personalization with novelty value and benefits, underscoring their importance in shaping students’ behavioral intentions. Notably, individual impact is revealed to have a positive association with perceived benefits and behavioral intention. The study also brings to light potential barriers to AI chatbot adoption, identifying privacy concerns, technophobia, and guilt feelings as significant detractors from behavioral intention. However, despite these impediments, innovativeness emerges as a positive influencer, enhancing behavioral intention and actual behavior. This comprehensive exploration of the multifaceted influences on student behavior in the context of AI chatbot utilization provides a robust foundation for future research. It also offers invaluable insights for AI chatbot developers and educators, aiding them in crafting more effective strategies for AI integration in educational settings.",{"EN":2187},"From concerns to benefits: a comprehensive study of ChatGPT usage in education",{"VOID":2189},"10.1186\u002Fs41239-024-00471-4","2026-05-04T13:24:14.038+00:00",[102],"https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-024-00471-4",[2194],{"id":2195,"sortIndex":36,"researcher":26,"roles":2196,"affiliations":2197,"properties":2208},"0a94ffc9-91d4-45c0-8baf-66bd97a0657e",[],[2198],{"id":2199,"sortIndex":36,"affiliation":2200,"properties":26},"502a9bf8-9620-4c59-aea2-e32870fcb510",{"id":2201,"createTime":2202,"updateTime":2202,"relativeEntities":2203,"slug":2204,"properties":2205,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"445e7420-7e21-4506-b651-ae88b7d80ba5","2026-05-04T13:24:14.103+00:00",[],"Headquarters-HJ-Institute-of-Technology-and-Management-Jungdong-ro-71-39-Bucheon-si-Gyeonggi-do-14721-Republic-of-Korea",{"title":2206},{"EN":2207},"Headquarters, HJ Institute of Technology and Management, Jungdong-ro 71 39, Bucheon-si, Gyeonggi-do, 14721, Republic of Korea",{"openalex":2209,"orcid":2211,"title":2213},{"VOID":2210},"A5064288829",{"VOID":2212},"https:\u002F\u002Forcid.org\u002F0000-0001-7442-4736",{"EN":2214},"Hyeon Jo",{"url":26,"publisher":2216,"properties":2244},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":2217,"slug":663,"properties":2218,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":2222,"manageAffiliations":2223,"indexDatabases":2224,"url":26,"thumbnailPath":26,"statistic":2239,"gsStatistic":26,"type":175,"analyzePriority":26},[],{"issn":2219,"title":2220,"url":2221},{"VOID":666},{"EN":668},{"VOID":670},[],[],[2225,2232],{"id":720,"indexDatabase":2226,"url":733,"indexYears":734,"academicFieldIds":2231,"indexDatabaseRanking":739},{"id":722,"createTime":723,"updateTime":724,"relativeEntities":2227,"label":2228,"description":2229,"key":730,"publicationTags":2230,"standard":26},[],{"EN":727,"VI":727},{"EN":727,"VI":729},[732],[736,737,738],{"id":741,"indexDatabase":2233,"url":756,"indexYears":26,"academicFieldIds":2238,"indexDatabaseRanking":26},{"id":743,"createTime":744,"updateTime":745,"relativeEntities":2234,"label":2235,"description":2236,"key":752,"publicationTags":2237,"standard":26},[],{"EN":748,"VI":748},{"VI":750,"EN":751},[754,755],[758],{"impactFactor":36,"impactFactorByYear":2240,"i10Index":44,"i10IndexLast5Year":241,"totalPublication":764,"totalPublicationByYear":2241,"totalCitation":766,"totalCitationByYear":2242,"totalCitationPerPublication":773,"totalCitationPerPublicationByYear":2243,"hindexLast5Year":222,"hindex":222},{"2017":108,"2018":172,"2019":761,"2020":384,"2021":762,"2022":261,"2023":763},{"2010":50,"2011":162,"2012":162,"2013":239,"2014":336,"2015":222,"2016":79,"2017":252,"2018":397,"2019":255,"2020":283,"2021":358,"2022":286,"2023":397,"2024":336},{"2016":365,"2017":768,"2018":769,"2019":770,"2020":771,"2021":772,"2022":402},{"2016":775,"2017":776,"2018":777,"2019":778,"2020":779,"2021":780,"2022":781},{"volume":2245,"issue":2247},{"VOID":2246},"21",{"VOID":909},{"total":367,"publishYear":26,"statisticByYear":2249},{"2024":298,"2025":282,"2026":222},[],[2252,2256,2260,2264,2267,2271,2275,2279,2283,2287,2291,2295,2299,2302,2306,2310,2314,2318,2322,2325,2329,2332,2336,2340,2344,2348,2352,2356,2359,2362,2366,2370,2373,2377,2381,2385,2389,2393,2396,2400,2404,2408,2412,2416,2420,2424,2428,2432,2436,2440,2444,2448,2452,2455,2459,2463,2466,2470,2474,2478,2481,2485,2489,2493,2497,2501,2505,2509,2513,2517,2521,2525,2529,2533,2537,2541,2544,2548,2552,2556,2559,2563,2567,2571,2575,2579,2583,2587,2591,2595,2599,2603,2606,2609,2613,2617,2621,2625,2628,2632,2636,2640,2644,2648,2652,2656,2660,2664,2668,2672,2676,2680],{"id":26,"text":2253,"url":26,"identifiers":2254},"Agarwal, R., & Prasad, J. 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(2002). “Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221–232. https:\u002F\u002Fdoi.org\u002F10.1108\u002F14676370210434688 .",{"doi":3004},"10.1108\u002F14676370210434688",{"id":26,"text":3006,"url":26,"identifiers":3007},"Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https:\u002F\u002Fdoi.org\u002F10.1126\u002Fscience.1250515 .",{"doi":3008},"10.1126\u002Fscience.1250515",{"id":26,"text":3010,"url":26,"identifiers":3011},"Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56. https:\u002F\u002Fdoi.org\u002F10.1108\u002F14676370310455332 .",{"doi":3012},"10.1108\u002F14676370310455332",{"id":26,"text":3014,"url":26,"identifiers":3015},"Yin, R. K. (2018). Case Study Research: Design and Methods, (6th ed., ). California: Sage Publications.",{},{"id":26,"text":3017,"url":26,"identifiers":3018},"Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3). https:\u002F\u002Fdoi.org\u002F10.19173\u002Firrodl.v17i3.2274 .",{"doi":3019},"10.19173\u002Firrodl.v17i3.2274",{"id":3021,"createTime":3022,"updateTime":3023,"relativeEntities":3024,"slug":3025,"properties":3026,"entityType":799,"verifyStatus":25,"verifyTime":3023,"verifyNote":801,"syncStatus":28,"languages":3041,"translateLanguages":3042,"viewCount":36,"primaryUrl":3043,"fullTextUrl":26,"authors":3044,"publicationType":875,"publisherRelationship":3081,"citationCount":348,"citationInfo":3110,"publishDate":3112,"publishYear":3113,"citationAnalyzeStatus":1937,"lastCitationAnalyze":3114,"indexDatabases":26,"openAccess":26,"references":3115,"isForceReanalyzing":1462},"1b4c0a2e-a08c-47d4-a8c7-8e12b5ec3ed5","2024-04-11T21:10:54.705+00:00","2025-02-06T07:20:02.116+00:00",[],"University-teachers-perception-of-barriers-to-the-use-of-digital-technologies-the-importance-of-the-academic-discipline",{"mag":3027,"keywords":3029,"openalex":3031,"abstract":3033,"title":3036,"doi":3039},{"VOID":3028},"3030953233",{"VI":3030},"",{"VOID":3032},"W3030953233",{"VI":3034,"EN":3035},"\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Các công nghệ số hiện nay là một trong những nguồn tài nguyên được học sinh sử dụng nhiều nhất để phát triển môi trường học tập cá nhân hóa. Tuy nhiên, các nghiên cứu gần đây tiếp tục chỉ ra sự thiếu hụt trong việc sử dụng chúng của đội ngũ giảng viên nhằm phát triển các phương pháp giảng dạy, đặc biệt là ở cấp đại học. Thông qua việc xác định các rào cản cá nhân, chuyên môn, tổ chức và ngữ cảnh, nghiên cứu này nhằm tiết lộ lý do tại sao các giảng viên tại các cơ sở giáo dục đại học không sử dụng công nghệ số cho mục đích giảng dạy và liệu chuyên ngành học có ảnh hưởng đến nhận thức này hay không. Kết quả cho thấy các rào cản chuyên môn là phổ biến nhất và chuyên ngành nghệ thuật và nhân văn là nơi mà nhiều người cảm nhận thấy những trở ngại nhất. Cuối cùng, cần có phát triển nghề nghiệp tốt hơn cho giáo viên và sự tham gia nhiều hơn từ phía các tổ chức thông qua các kế hoạch chiến lược.\u003C\u002Fjats:p>","\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>Digital technologies are currently one of the most used resources among students for developing their personalized learning environment. However, recent studies continue to demonstrate a lack of usage on the part of teaching staff for developing their teaching practices, especially at the university level. Through the identification of personal, professional, institutional, and contextual barriers, this study seeks to reveal the reasons why teachers in institutions of higher education do not use digital technologies for teaching purposes and whether the academic discipline influences this perception. The results suggest that professional barriers are the most prevalent and that the discipline of arts and humanities is where the most obstacles are perceived. In conclusion, there is a need for better professional development for teachers and more institutional involvement through strategic plans.\u003C\u002Fjats:p>",{"VI":3037,"EN":3038},"Nhận thức của giảng viên đại học về các rào cản trong việc sử dụng công nghệ số: tầm quan trọng của chuyên ngành học","University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline",{"VOID":3040},"10.1186\u002Fs41239-020-0182-x",[102],[101],"https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-020-0182-x",[3045,3065],{"id":3046,"sortIndex":36,"researcher":26,"roles":3047,"affiliations":3048,"properties":3058},"2ee706da-3aad-4971-8e46-931a032294fb",[],[3049],{"id":26,"sortIndex":36,"affiliation":3050,"properties":26},{"id":3051,"createTime":3052,"updateTime":3052,"relativeEntities":3053,"slug":3054,"properties":3055,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"a4dfb0aa-2293-431b-99d7-586ff8e741cd","2024-04-11T21:10:54.715+00:00",[],"Universitat-Aut%C3%B2noma-de-Barcelona-Pla%C3%A7a-del-Coneixement-Edifici-G6-245-08193-Bellaterra-Barcelona-Spain",{"title":3056},{"EN":3057},"Universitat Autònoma de Barcelona, Plaça del Coneixement, Edifici G6-245, 08193, Bellaterra, Barcelona, Spain",{"openalex":3059,"orcid":3061,"title":3063},{"VOID":3060},"A5066584812",{"VOID":3062},"https:\u002F\u002Forcid.org\u002F0000-0002-6261-3801",{"EN":3064},"Cristina Mercader Juan",{"id":3066,"sortIndex":115,"researcher":26,"roles":3067,"affiliations":3068,"properties":3074},"86b6cfc2-90a4-4540-b2fc-1789d6c6592e",[],[3069],{"id":26,"sortIndex":36,"affiliation":3070,"properties":26},{"id":3051,"createTime":3052,"updateTime":3052,"relativeEntities":3071,"slug":3054,"properties":3072,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":3073},{"EN":3057},{"openalex":3075,"orcid":3077,"title":3079},{"VOID":3076},"A5003866533",{"VOID":3078},"https:\u002F\u002Forcid.org\u002F0000-0002-2552-0921",{"EN":3080},"Joaquìn Gairín",{"url":26,"publisher":3082,"properties":26},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":3083,"slug":663,"properties":3084,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":3088,"manageAffiliations":3089,"indexDatabases":3090,"url":26,"thumbnailPath":26,"statistic":3105,"gsStatistic":26,"type":175,"analyzePriority":26},[],{"issn":3085,"title":3086,"url":3087},{"VOID":666},{"EN":668},{"VOID":670},[],[],[3091,3098],{"id":720,"indexDatabase":3092,"url":733,"indexYears":734,"academicFieldIds":3097,"indexDatabaseRanking":739},{"id":722,"createTime":723,"updateTime":724,"relativeEntities":3093,"label":3094,"description":3095,"key":730,"publicationTags":3096,"standard":26},[],{"EN":727,"VI":727},{"EN":727,"VI":729},[732],[736,737,738],{"id":741,"indexDatabase":3099,"url":756,"indexYears":26,"academicFieldIds":3104,"indexDatabaseRanking":26},{"id":743,"createTime":744,"updateTime":745,"relativeEntities":3100,"label":3101,"description":3102,"key":752,"publicationTags":3103,"standard":26},[],{"EN":748,"VI":748},{"VI":750,"EN":751},[754,755],[758],{"impactFactor":36,"impactFactorByYear":3106,"i10Index":44,"i10IndexLast5Year":241,"totalPublication":764,"totalPublicationByYear":3107,"totalCitation":766,"totalCitationByYear":3108,"totalCitationPerPublication":773,"totalCitationPerPublicationByYear":3109,"hindexLast5Year":222,"hindex":222},{"2017":108,"2018":172,"2019":761,"2020":384,"2021":762,"2022":261,"2023":763},{"2010":50,"2011":162,"2012":162,"2013":239,"2014":336,"2015":222,"2016":79,"2017":252,"2018":397,"2019":255,"2020":283,"2021":358,"2022":286,"2023":397,"2024":336},{"2016":365,"2017":768,"2018":769,"2019":770,"2020":771,"2021":772,"2022":402},{"2016":775,"2017":776,"2018":777,"2019":778,"2020":779,"2021":780,"2022":781},{"total":348,"publishYear":26,"statisticByYear":3111},{"2020":50,"2021":240,"2022":241,"2023":238,"2024":50},"2020-12-01",2020,"2024-04-12T01:32:48.016+00:00",[3116,3120,3123,3127,3130,3134,3138,3141,3145,3149,3153,3156,3160,3163,3166,3170,3173,3176,3179,3182,3186,3190,3193,3197,3200,3204,3208,3212,3215,3219,3222,3225,3228,3231,3235,3238,3241,3245,3248,3252,3255,3259,3262,3265,3268,3272,3275],{"id":26,"text":3117,"url":26,"identifiers":3118},"Al-Senaidi, S., Lin, L., & Poirot, J. 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Computers in Human Behavior, 70, 251–260. \n                    https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.chb.2016.12.085\n                    \n                  .",{"doi":3786},"10.1016\u002Fj.chb.2016.12.085",{"id":26,"text":3788,"url":26,"identifiers":3789},"Yu, T., & Richardson, J. C. (2015). An exploratory factor analysis and reliability analysis of student online learning readiness (SOLR) intrument. Online Learning, 19(5).",{"doi":3790},"10.24059\u002Folj.v19i5.593",{"id":3792,"createTime":3793,"updateTime":3794,"relativeEntities":3795,"slug":3796,"properties":3797,"entityType":799,"verifyStatus":25,"verifyTime":3812,"verifyNote":801,"syncStatus":28,"languages":3813,"translateLanguages":3814,"viewCount":36,"primaryUrl":3815,"fullTextUrl":26,"authors":3816,"publicationType":875,"publisherRelationship":3873,"citationCount":568,"citationInfo":3905,"publishDate":919,"publishYear":920,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":3907,"isForceReanalyzing":1462},"7d13b365-291d-43e1-825f-0b858dd491a1","2024-04-22T05:28:29.614+00:00","2025-01-07T01:51:05.119+00:00",[],"Using-learning-analytics-to-develop-early-warning-system-for-at-risk-students",{"mag":3798,"keywords":3800,"openalex":3802,"abstract":3804,"title":3807,"doi":3810},{"VOID":3799},"2982623704",{"VI":3801},"phân tích học tập, hệ thống cảnh báo sớm, sinh viên gặp khó khăn, thuật toán kNN, hiệu suất học tập",{"VOID":3803},"W2982623704",{"VI":3805,"EN":3806},"Trong nghiên cứu hiện tại, dữ liệu tương tác của sinh viên trong môi trường học trực tuyến đã được sử dụng để nghiên cứu xem liệu hiệu suất học tập của sinh viên vào cuối kỳ có thể được dự đoán từ những tuần đầu hay không. Nghiên cứu được thực hiện với 76 sinh viên năm hai đại học đăng ký trong một khóa học phần cứng máy tính. Nghiên cứu nhằm trả lời hai câu hỏi chính: những thuật toán và đặc điểm nào dự đoán tốt nhất hiệu suất học tập cuối kỳ của sinh viên bằng cách so sánh các thuật toán phân loại khác nhau và kỹ thuật tiền xử lý, và liệu hiệu suất học tập có thể được dự đoán trong những tuần đầu hay không bằng cách sử dụng các đặc điểm và thuật toán đã chọn. Kết quả của nghiên cứu cho thấy thuật toán kNN đã dự đoán chính xác sinh viên không thành công vào cuối kỳ với tỷ lệ 89%. Khi xem xét các phát hiện liên quan đến phân tích dữ liệu thu được trong các tuần 3, 6, 9, 12 và 14 để dự đoán liệu hiệu suất học tập cuối kỳ của sinh viên có thể được dự đoán trong những tuần đầu hay không, người ta đã quan sát rằng sinh viên không thành công vào cuối kỳ có thể được dự đoán với tỷ lệ 74% chỉ trong 3 tuần. Những phát hiện từ nghiên cứu này rất quan trọng cho việc xác định các đặc thù cho các hệ thống cảnh báo sớm có thể được phát triển cho các hệ thống học trực tuyến và như những chỉ báo về sự thành công của sinh viên. Đồng thời, nó sẽ hỗ trợ các nhà nghiên cứu trong việc lựa chọn các thuật toán và kỹ thuật tiền xử lý trong phân tích dữ liệu giáo dục.","\u003Cjats:title>Abstract\u003C\u002Fjats:title>\n              \u003Cjats:p>In the current study interaction data of students in an online learning setting was used to research whether the academic performance of students at the end of term could be predicted in the earlier weeks. The study was carried out with 76 second-year university students registered in a Computer Hardware course. The study aimed to answer two principle questions: which algorithms and features best predict the end of term academic performance of students by comparing different classification algorithms and pre-processing techniques and whether or not academic performance can be predicted in the earlier weeks using these features and the selected algorithm. The results of the study indicated that the kNN algorithm accurately predicted unsuccessful students at the end of term with a rate of 89%. When findings were examined regarding the analysis of data obtained in weeks 3, 6, 9, 12, and 14 to predict whether the end-of-term academic performance of students could be predicted in the earlier weeks, it was observed that students who were unsuccessful at the end of term could be predicted with a rate of 74% in as short as 3 weeks’ time. The findings obtained from this study are important for the determination of features for early warning systems that can be developed for online learning systems and as indicators of student success. At the same time, it will aid researchers in the selection of algorithms and pre-processing techniques in the analysis of educational data.\u003C\u002Fjats:p>",{"VI":3808,"EN":3809},"Sử dụng phân tích học tập để phát triển hệ thống cảnh báo sớm cho sinh viên gặp khó khăn","Using learning analytics to develop early-warning system for at-risk students",{"VOID":3811},"10.1186\u002Fs41239-019-0172-z","2024-10-11T23:24:35.388+00:00",[102],[101],"https:\u002F\u002Feducationaltechnologyjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs41239-019-0172-z",[3817,3839,3856],{"id":3818,"sortIndex":114,"researcher":26,"roles":3819,"affiliations":3820,"properties":3832},"3b8847bf-4f95-43f4-bbf7-42055809166f",[],[3821],{"id":3822,"sortIndex":36,"affiliation":3823,"properties":26},"82c194d8-a74b-46d1-9d44-330c76b2658e",{"id":3824,"createTime":3825,"updateTime":3826,"relativeEntities":3827,"slug":3828,"properties":3829,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"c1e99e35-9729-4c58-a50b-6699657e6dd6","2024-04-22T05:28:29.666+00:00","2024-06-16T10:34:40.082+00:00",[],"Department-of-Computer-Education-and-Instructional-Technology-Hacettepe-University-Ankara-06800-Turkey",{"title":3830},{"EN":3831},"Department of Computer Education and Instructional Technology, Hacettepe University, Ankara, 06800, Turkey",{"openalex":3833,"orcid":3835,"title":3837},{"VOID":3834},"A5057243828",{"VOID":3836},"https:\u002F\u002Forcid.org\u002F0000-0003-1946-9274",{"EN":3838},"Petek Aşkar",{"id":3840,"sortIndex":115,"researcher":26,"roles":3841,"affiliations":3842,"properties":3849},"3b2b8298-d7a6-4aff-97d9-a7e564a3fd55",[],[3843],{"id":3844,"sortIndex":36,"affiliation":3845,"properties":26},"c7f25210-10bd-4211-a3ea-9e5a399782ea",{"id":3824,"createTime":3825,"updateTime":3826,"relativeEntities":3846,"slug":3828,"properties":3847,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":3848},{"EN":3831},{"openalex":3850,"orcid":3852,"title":3854},{"VOID":3851},"A5059455369",{"VOID":3853},"https:\u002F\u002Forcid.org\u002F0000-0003-4060-6157",{"EN":3855},"Arif 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