ArticleEntropy (Basel, Switzerland)2026
Explainable Fuzzy Learner Modelling and Learning Analytics for Human-Centered Teacher Decision Support: A Vocational Education Case Study.
Article in Entropy (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Artificial Intelligence (AI)-based educational systems increasingly support personalised learning, adaptive feedback, and learning analytics. However, these capabilities are often addressed separately, with comparatively less attention paid to their integration into interpretable, teacher-facing decision-support frameworks. This study presents the e-Teacher Assistant, a human-centred educational framework that integrates xAPI-style Learning Record Store (LRS) analytics, dynamic learner modelling, Sugeno-type fuzzy inference using interpretable IF-THEN rules, adaptive learning support, and a dual Student Model-Teacher Model architecture. The framework was evaluated during a three-month authentic deployment in a vocational education Computer Networks course involving 117 learners and four educators. Learner evaluation combined a structured questionnaire, open-ended responses, and LRS-based behavioural analytics, while educators evaluated the Teacher Model through a questionnaire and qualitative responses. Learners reported predominantly positive perceptions of the system, including ease of use (92.3%), usefulness of feedback (95.7%), helpful interaction with the AI Assistant (94.9%), support for independent learning (88.0%), and support for educators through learning analytics (87.2-88.0%). Fairness and objectivity were also evaluated positively by 86.3% of learners. All four educators evaluated the Teacher Model positively, and all strongly agreed on its overall usefulness and its support for progress monitoring. Prior familiarity with digital learning tools was significantly associated with evaluations across all seven questionnaire dimensions. LRS analytics further documented learner engagement, repeated assessment activity, and contextual AI use; AI-assisted examination support was recorded in 64.42% of learner-chapter records. Overall, the findings provide initial empirical support for the feasibility of integrating interpretable learner modelling, adaptive AI-assisted support, LRS-based learning analytics, and teacher-facing decision support in an authentic vocational education setting while preserving educator oversight and pedagogical responsibility.
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