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    Grade 6 Coding Education through Interactive Learning in Sri Lanka
    (Institute of Electrical and Electronics Engineers, 2025-12-08) Nallaperuma, S; Perera, A; Nanayakkara, N; Hansaja, D; Krishara, J; Wijendra, D
    This study proposes an AI-powered Adaptive Learning Management System (LMS) to enhance coding education for school students. The system integrates six AI/ML models and FaceNet-based facial authentication to deliver adaptive learning pathways, real-time feedback, and personalized assessments. It begins with an initial benchmarking assessment across seven categories, after which the Exam Difficulty and Question Count Model and a fine-tuned GPT-2 generator collaboratively create customized multiple-choice questions based on each learner's capability. Learning is supported through skill prediction, dynamic difficulty monitoring, and emotional state detection to ensure both cognitive and emotional engagement. Students scoring above 60% advance directly to coding curricula, while others receive personalized scaffolding through multimodal learning-style-based modules. Teachers benefit from AI-powered analytics tools that offer continuous feedback, weak-topic detection, and pedagogical guidance to enhance teaching effectiveness. By combining authentication, adaptive assessment, emotional intelligence, and teacher support, this study presents a comprehensive framework to democratize coding education and foster resilience, motivation, and mastery among students aged 10-12.
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    An Adaptive E-Learning Platform for Individuals with Down Syndrome
    (Institute of Electrical and Electronics Engineers Inc., 2025) Sandaruwan U.V.S.; Dias A.H.J.S.S; Shamindi H.M.H; Priyawansha N.G.D.; Chandrasiri L.H.S.S; Attanayaka B.
    Children with Down Syndrome (DS) encounter varying degrees of learning disabilities within the traditional education framework, requiring personalized interventions. This paper presents Blooming Minds, an adaptive, Machine Learning (ML) driven e-learning platform designed to support the development of cognitive, linguistic, and motor skills in children with DS. Built on the VARK (Visual, Auditory, Reading/Writing, Kinematic) theory, the platform provides personalized activities using real-time feedback mechanisms. The system includes nine interactive modules that cover the above VARK theory. It uses ML algorithms, including Support Vector Machine (SVM) and Random Forest (RF) for screening, Convolutional Neural Networks (CNN) for handwriting and speech analysis, Long Short-Term Memory (LSTM) for sequence prediction, and Reinforcement Learning (RL) for adaptive difficulties. Handwritten letters and voice samples from children with DS, both domestic and international, were specifically considered as inputs for this research. Progress tracking dashboards provide visual insights for educators, parents, and caregivers, improving support and adaptability. The system achieved 91.26% accuracy in letter recognition and 88% in speech classification. This e-learning platform has been recognized as an effective solution in Sri Lanka, allowing for further correlations and investigations to assess the knowledge capacity and ability to express that knowledge in children with DS