Research Publications Authored by SLIIT Staff

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This collection includes all SLIIT staff publications presented at external conferences and published in external journals. The materials are organized by faculty to facilitate easy retrieval.

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Subject: search.filters.subject.E-Learning

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Now showing 1 - 4 of 4
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    PublicationEmbargo
    E-Learning Assistive System for Deaf and Mute Students
    (IEEE, 2022-12-09) Ranasinghe, P; Akash, K; Nanayakkara, L; Perera, H; Chandrasiri, S; Kumari, S
    E-learning has become a popular digital platform among both students and teachers. When using an e-learning system, deaf-mute students can get significant benefits. It allows students to better grasp their studies by providing additional details. The major problem that the deaf and mute community encounters in the e-learning environment is that they are no longer attempting to enroll in normal institutions, which do not provide many facilities for them due to a lack of resources, a lack of learning facilities, and some social disturbances. To achieve that problem this system will translate the lecturer’s voice into text, map words with pre-created sign language animations, generate subtitles for lecture videos, clearly identify the face position of the lecturer, detect difficult words, track the hand gestures, and practice sign language so that it will increase learning resources, facilities, usability and help teachers to execute their teaching process through this platform. Therefore, normal institutions can use this system as their learning management system. It will approach deaf and mute students to enroll in normal institutions and do their studies as typical students.
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    PublicationOpen Access
    Learners’ Satisfaction and Commitment Towards Online Learning During COVID-19: A Concept Paper
    (SAGE Publications, 2021-11-08) Ranadewa, D. U. N; Gregory, T. Y; Boralugoda, D. N; Silva, J. A. H. T; Jayasuriya, N. A
    This study offers a comprehensive literature review on the gaps related to online learning efficiency and a structured conceptual model. The findings would be favourable for the learners, lecturers, future researchers, universities and other educational institutes. This study has presented the results of a systematic literature review on the factors affecting the efficiency of online learning and how they impact on satisfaction and commitment of learners. To conduct the literature review, approximately 40 empirical studies were reviewed and analysed. The results reveal that several factors, including academic issues, accessibility issues, technological skills, mental well-being and lecturer commitment, impact depreciating the online learning efficiency, which has made a significant impact on learner satisfaction and learner commitment during the COVID-19 pandemic. If the pandemic would continue, the institutes can use the deliverables to figure out the difficulties encountered by the learners during the pandemic, how to prevent those issues and to search for a solution: to re-open the universities following necessary health guidelines or to resume delivering education online. The literature evaluates the impact of online learning efficiency on learners’ satisfaction and commitment, and there are no adequate empirical studies available for testing the online learning efficiency with respect to learners’ satisfaction and commitment. Hence, in identifying several gaps related to online learning efficiency, this study offers a new structured conceptual model.
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    PublicationOpen Access
    DEVELOPING WEB BASED QUALITY INFORMATION SYSTEMS FOR QUALITY IMPROVEMENT AT THE HORIZON CAMPUS
    (Horizon Campus, National School of Business and Management , Sri Lanka, 2017) Peiris, S; Wickramasinghe, S; Peiris, C. N
    Quality Information Systems (QIS) provide quality related information to stakeholders. In elearning applications, QIS should provide e-learning materials to the lecturers and the learners who use them. In Student Management Systems (SMS), QIS provide all the facilities to run the administrative functions smoothly. Electronic Research Repository (such as DSpace) enhances the quality of the institute as it reflects the research competencies of the academic staff of the institute. Horizon Campus QIS include eLearning, SMS, DSpace, Library Management System, all based on a single platform. QIS provide better service to their stakeholders anywhere, anytime effectively and efficiently. Students‘ pass rate has been increased after introducing the Learning Management System (LMS). eLearning platforms immensely facilitate the teaching and learning process as they offer an environment-friendly and efficient mechanism for ensuring learner centered teaching and learning. As QIS implemented in a Cloud based System, it is easy to maintain and run with minimal cost.
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    PublicationEmbargo
    Computer Vision and NLP based Multimodal Ensemble Attentiveness Detection API for E-Learning
    (IEEE, 2021-04-21) Wijeratne, M. D; Lakmal, R. H. G. A; Geethadhari, W. K. S; Athalage, M. A; Gamage, A; Kasthurirathna, D
    Attention is the fundamental element of effective learning, memory, and interaction. Learning however, with the evolvement of technologies in the modern digital age, has surpassed traditional learning systems to more convenient online or e-learning systems. Nevertheless, unlike in the traditional learning systems, attention detection of a student in an e-learning environment remains one of the barely explored areas in Human Computer Interaction. This study proposes a multimodal ensemble solution to detect the level of attentiveness of a student in an e-learning environment, with the use of computer vision, natural language processing, and deep learning to overcome the barriers in identifying user attention in e-learning. The proposed multimodal captures, processes, and predicts user attentiveness levels of individual students, which are subsequently aggregated through an ensemble model to derive an overall outcome of better accuracy than individual model outcomes. The final outcome of the ensemble model produces a range of percentages, within which the attentiveness level of the student lies during a single online lesson. This range is consequently delivered to the users through an Application Programming Interface.