Research Papers - Dept of Information Technology

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Author: search.filters.author.Samarakoon, U

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    CodeJr: Comprehensive Programming Application for Children
    (IEEE, 2022-12-09) Muthuthanthirige, M.D.C. J; Illangasinghe, U.P; Illangasinghe, D.N; Halgaswatta, I.; Samarakoon, U; Amarasena, N
    Since the beginning of the millennium, computer technology has been the key area of concern and developing essential programming knowledge and intellectual skills from the young age have proven that they will gain more success in their careers. The ideology behind this research is, the problem with absence of a complete multi-disciplinary and interactive programming application for children between the age of 10 - 15 years, to learn programming concepts with a well-established text-based programming language. There are 4 major approaches in this research. Gamification approach focuses on expressing knowledge about Python programming via a game while concentrating on low perfumers. Collaborative approach aims to deliver a brand-new experience for children by aggregating cooperative methodologies and Artificial Intelligence with learning to enforce mutual learning. This component is based on collaborative sessions which allow a group of students with similar interest to join to learn python programming. Drag-drop approach enables children to learn Python language through videos and will be given basic practice questions after finishing the course. Story telling approach guides children to learn programming concepts step by step using story telling. Focused on storytelling approach and interactivity via voice conversation to learn programming language for children.
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    Peer Learning – An Interactive and Collaborative E-Learning Application for College Students
    (IEEE, 2022-12-26) Sirithunga, H. A. P. M.; Deshan, B. G. S; Sigera, P. H. D; Udagedara, P.Y; Samarakoon, U; Kumari, S
    Since the start of the COVID-19 epidemic in 2020, the entire educational system has been challenging and Sri Lanka economic crisis, but this is especially effect for students who are now enrolled. This developmental milestone is reached when adolescents begin to assume responsibilities and acquire leadership skills through participation in a range of team activities. It is easiest to gain experience working in a group setting while still in school. Nevertheless, given the current stage of the Sri Lanka economic crisis, students will face a range of challenges. They are incapable of participating in group activities that are relevant to the subjects they teach, and, as previously indicated, enhancing their leadership skills, which is particularly problematic when working with students. The “Peer Learning” solution is a web-based application that supports students in enhancing their collaborative learning skills. Through the system, students have the opportunity to study a variety of collaborative tasks, which improves their educational and interpersonal abilities. In addition, professors can share their knowledge with students by personalizing questions, posting films, and demonstrating figures. Students can easily comprehend the system’s operation due to its user-friendly design, which enables advanced technological methods for monitoring and guiding students’ activities simultaneously.
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    Know More: Social Media based Student Centric E-learning platform with Machine Learning Approaches
    (IEEE, 2022-07-18) Malavige, O; Nasome, V; Costa, M; Jayasinghe, B; Karunasena, A; Samarakoon, U
    Social media has become increasingly popular among the younger generation in the last decade. Students engage with social media on daily basis, and it affects their interests, lifestyle, and attitude. There are many existing e-learning applications used by higher educational institutes, but such applications are mainly focused on delivering teaching content rather than facilitating active and interactive learning. This paper proposes a novel e-learning platform to create an active and interactive learning environment for students leveraging social media strategies, especially those of “Facebook.” The objective of this platform is to promote self-motivation, self-learning, and interaction. The platform features were built on considering three aspects important for learning, which are personal knowledge management, learning management, and collaborative learning. Features of the proposed platform that it comprises are Newsfeed, Classmates, Profile, Cluster, Repository, Knowledgebase, Bookmark, Topic Map, Search Engine, Test Mark Prediction, and Slide Show Summary generator. Machine Learning techniques and Natural Language Processing were used to build some of the platform features. The feedback collected on the proposed system, “KnowMore,” shows that the satisfaction of the students has increased with the system.
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    Project Zone : An Advanced Undergraduate Project Management System For Software Development
    (IEEE, 2021-12-02) Amarasekara, T. N. E.; Isurindi, H. G. P.; Gamage, O. M.; Navanjana, E. H. D. T. D.; Samarakoon, U; Archchana, K
    Project Management System important in largescale projects. There are existing project management tools such as Redmine, Microsoft Project, Jira. Most of the existing project management systems only configured for general purposes such as Project Management, Task management, Time line management. None of them capable of generating project groups, track student progress or track client meetings. These functions are very helpful in tracking project progress as well as individual member progress. Hence, the purpose of this research is to introduce set of new features to a project management system with accurate and effective project management capabilities. This system is capable of generating project groups using student’s skills, Grade point average (GPA). Smart project tracking system where it uses project repositories and system generated timeline for the project. Using the project tracking system, Supervisors can manage groups remotely. Automatic peer review also added to identify each student’s contribution to the project and finally a client portal where clients can request solutions for their requirements and students can use them as their module project. Client meetings will be tracked using voice-to-text algorithm and also emotional recognition where it will identify client’s satisfaction. All These system modules will be used to calculate group performance.
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    Evaluating Teaching Content and Assessments based on Learning Outcomes
    (IEEE, 2020-12-10) Pallegama, P. M. O. N; Kumari, K. A. M. R; Dissanayaka, D. M. D. P. M; Ravihansi, A. V. Y; Karunasenna, A; Samarakoon, U
    A modularized syllabus content assigned to different units of a subject proves very useful to both teachings as well as the student community. In each module, learning outcomes are defined. In each learning outcome, lesson learning outcomes are defined. When the Teaching Content (Lecture content), Learning activities (Labs sheets and Tutorials), Final Question Papers are being made the subject learning outcome should be considered and it should be made within the subject learning outcomes. Then the teaching and learning process will be done properly. Nowadays Revised Bloom's Taxonomy standard is used to structure the Teaching Content, Learning Activities, and Final Question paper of a course in the best way. Currently, there is no proper solution to corporate above areas according to the Revised Bloom's Taxonomy. This paper discusses an automated system that provides the features to verify the module and lesson learning outcomes and their levels according to Revised Bloom's taxonomy and to verify that the teaching content and learning activities are within the learning outcomes. Beyond that, this system uses various technologies and algorithms to improve the accuracy and efficiency of this research. This automated system is able to achieve to the final outcome with the best accuracy and efficiency than the manual process.