Research Publications

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    A BI Approach for Student Engagement and Retention along with Cognitive Load Analysis for Educator
    (979-833153098-3, 2025) Algewatta, M. N; Manathunga, K
    This research presents a systematic approach to monitoring student engagement, retention, and cognitive load within higher education by integrating Business Intelligence (BI) tools with cognitive load analysis. The proposed framework utilizes a diverse range of data sources -including attendance, academic performance, mental health indicators, demographic variables, and student feedback to generate real-time insights into student behavior patterns. The BI system identified critical trends, such as irregular attendance, declining academic performance, and the influence of demographic factors, enabling educators to identify at-risk students and intervene proactively. Additionally, cognitive load analysis was employed to evaluate the mental demands of course content, categorizing learning objectives in alignment with Bloom's Taxonomy. This allowed for the identification of content that could potentially overwhelm students, facilitating adjustments in instructional complexity. The integration of BI insights with cognitive load data provided a holistic approach that not only enhanced the monitoring of student engagement but also supported the tailoring of instructional content to optimize learning without inducing cognitive overload. The findings suggest that combining BI tools with cognitive load metrics offers a robust framework for both improving student retention and assisting educators in creating a balanced, engaging, and supportive learning environment. This study contributes a practical model for institutions seeking to leverage data-driven insights to promote student success and address the dynamic challenges of modern higher education.
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    PublicationOpen Access
    Enhancing Geometric Construction Skills Through Targeted Interventions: A Case Study of a Grade 10 Student
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Abeykoon, P; Gamage, V
    Geometric construction has been one of the topics in Mathematics that accounts for poor performance in both internal and external examinations among students in school. Geometric construction has consistently posed challenges in mathematics education, contributing to low student performance. This action research aimed to identify the causes of poor engagement and errors in geometric construction among Grade 10 students, focusing on a single case study of a student from government school in the Badulla district. Using interviews, observations, and document analysis, the study diagnosed the student’s difficulties and implemented a three-stage intervention strategy: integrating digital tools, introducing design rulers, and applying traditional mathematical instruments. The results indicate that the student’s engagement and construction skills improved significantly through targeted and student-centered learning activities. The study underscores the value of adaptive teaching strategies inpromoting geometry learning in the 21st-century classroom.