Research Article
Towards a Mobile, Intelligent, Personalized and Adaptive E-learning System Considering Learners’ Context in Semi-nomadic and Conflict Zones
@INPROCEEDINGS{10.1007/978-3-031-86493-3_19, author={Alhoudourou Almaimoune Maiga and Richard Hotte and Gaoussou Camara and Mariem Abid and Anis Masmoudi}, title={Towards a Mobile, Intelligent, Personalized and Adaptive E-learning System Considering Learners’ Context in Semi-nomadic and Conflict Zones}, proceedings={Innovations and Interdisciplinary Solutions for Underserved Areas. 7th International Conference, InterSol 2024, Dakar, Senegal, July 3--4, 2024, Proceedings}, proceedings_a={INTERSOL}, year={2025}, month={4}, keywords={Education sub-Saharan Africa children conflict zones multi-sectoral and interdisciplinary research mobile learning system pedagogical engineering data science}, doi={10.1007/978-3-031-86493-3_19} }- Alhoudourou Almaimoune Maiga
Richard Hotte
Gaoussou Camara
Mariem Abid
Anis Masmoudi
Year: 2025
Towards a Mobile, Intelligent, Personalized and Adaptive E-learning System Considering Learners’ Context in Semi-nomadic and Conflict Zones
INTERSOL
Springer
DOI: 10.1007/978-3-031-86493-3_19
Abstract
According to the UNESCO (2023), the sub-Saharan Africa has the highest rate of out-of-school children for economic, cultural, socio-political and geopolitical reasons. Improving school attendance rates in such areas requires a preliminary study to understand the local realities and meet the expectations of learners and, above all, their parents, who have the power to decide whether or not to send them to school. In this paper, we study and design mobile-based, intelligent, personalized and adaptive e-learning solution in semi-nomadic and conflict zones. This solution is part of the AMI (Intelligence-Mediated Learning) project which aims to design, develop, and implement a mobile learning system made up of educational applications accessible from micro terminals (such as smartphones, tablets, and other devices). To properly assess the learning needs in such context, four field surveys were carried out in Kalani, a community in northern Mali, located in a conflict zone with a high rate of non-schooling and out-of-school children, where both sedentary and nomadic families live. These surveys made it possible to collect, analyze and process data of 100 Kalani children aged between 6 and 11, to build up a model that guide the implementation of our proposed educational solution. The data analysis revealed a strong link between the learners’ interests and the needs expressed by the community.
