arXiv subjects

Madjid Sadallah

Publications and source records attributed to Madjid Sadallah.

4 recordsLinked to original sources

arXiv2026

Exploration Space Theory: Formal Foundations for Prerequisite-Aware Location-Based Recommendation

Location-based recommender systems have achieved considerable sophistication, yet none provides a formal, lattice-theoretic representation of prerequisite dependencies among points of interest -- the semantic reality that meaningfully experiencing certain locations presupposes contextual knowledge gained from others -- nor the structural guarantees that such a representation entails. We introduce Exploration Space Theory (EST), a formal framework that transposes Knowledge Space Theory into location-based recommendation. We prove that the valid user exploration states -- the order ideals of a surmise partial order on points of interest -- form a finite distributive lattice and a well-graded learning space; Birkhoff's representation theorem, combined with the structural isomorphism between lattices of order ideals and concept lattices, connects the exploration space canonically to Formal Concept Analysis. These structural results yield four direct consequences: linear-time fringe computation, a validity certificate guaranteeing that every fringe-guided recommendation is a structurally sound next step, sub-path optimality for dynamic-programming path generation, and provably existing structural explanations for every recommendation. Building on these foundations, we specify the Exploration Space Recommender System (ESRS) -- a memoized dynamic program over the exploration lattice, a Bayesian state estimator with beam approximation and EM parameter learning, an online feedback loop enforcing the downward-closure invariant, an incremental surmise-relation inference pipeline, and three cold-start strategies, the structural one being the only approach in the literature to provide a formal validity guarantee conditional on the correctness of the inferred surmise relation. All results are established through proof and illustrated on a fully traced five-POI numerical example.

cs.IR↗

arXiv2025

From Data to Actionable Understanding: A Learner-Centered Framework for Dynamic Learning Analytics

Learning Analytics Dashboards (LADs) often fall short of their potential to empower learners, frequently prioritizing data visualization over the cognitive processes crucial for translating data into actionable learning strategies. This represents a significant gap in the field: while much research has focused on data collection and presentation, there is a lack of comprehensive models for how LADs can actively support learners' sensemaking and self-regulation. This paper introduces the Adaptive Understanding Framework (AUF), a novel conceptual model for learner-centered LAD design. The AUF seeks to address this limitation by integrating a multi-dimensional model of situational awareness, dynamic sensemaking strategies, adaptive mechanisms, and metacognitive support. This transforms LADs into dynamic learning partners that actively scaffold learners' sensemaking. Unlike existing frameworks that tend to treat these aspects in isolation, the AUF emphasizes their dynamic and intertwined relationships, creating a personalized and adaptive learning ecosystem that responds to individual needs and evolving understanding. The paper details the AUF's core principles, key components, and suggests a research agenda for future empirical validation. By fostering a deeper, more actionable understanding of learning data, AUF-inspired LADs have the potential to promote more effective, equitable, and engaging learning experiences.

cs.HC↗

arXiv2024

A Rhetorical Relations-Based Framework for Tailored Multimedia Document Summarization

In the rapidly evolving landscape of digital content, the task of summarizing multimedia documents, which encompass textual, visual, and auditory elements, presents intricate challenges. These challenges include extracting pertinent information from diverse formats, maintaining the structural integrity and semantic coherence of the original content, and generating concise yet informative summaries. This paper introduces a novel framework for multimedia document summarization that capitalizes on the inherent structure of the document to craft coherent and succinct summaries. Central to this framework is the incorporation of a rhetorical structure for structural analysis, augmented by a graph-based representation to facilitate the extraction of pivotal information. Weighting algorithms are employed to assign significance values to document units, thereby enabling effective ranking and selection of relevant content. Furthermore, the framework is designed to accommodate user preferences and time constraints, ensuring the production of personalized and contextually relevant summaries. The summarization process is elaborately delineated, encompassing document specification, graph construction, unit weighting, and summary extraction, supported by illustrative examples and algorithmic elucidation. This proposed framework represents a significant advancement in automatic summarization, with broad potential applications across multimedia document processing, promising transformative impacts in the field.

cs.MM↗

arXiv2024

User-Centered Course Reengineering: An Analytical Approach to Enhancing Reading Comprehension in Educational Content

Delivering high-quality content is crucial for effective reading comprehension and successful learning. Ensuring educational materials are interpreted as intended by their authors is a persistent challenge, especially with the added complexity of multimedia and interactivity in the digital age. Authors must continuously revise their materials to meet learners' evolving needs. Detecting comprehension barriers and identifying actionable improvements within documents is complex, particularly in education where reading is fundamental. This study presents an analytical framework to help course designers enhance educational content to better support learning outcomes. Grounded in a robust theoretical foundation integrating learning analytics, reading comprehension, and content revision, our approach introduces usage-based document reengineering. This methodology adapts document content and structure based on insights from analyzing digital reading traces-interactions between readers and content. We define reading sessions to capture these interactions and develop indicators to detect comprehension challenges. Our framework enables authors to receive tailored content revision recommendations through an interactive dashboard, presenting actionable insights from reading activity. The proposed approach was implemented and evaluated using data from a European e-learning platform. Evaluations validate the framework's effectiveness, demonstrating its capacity to empower authors with data-driven insights for targeted revisions. The findings highlight the framework's ability to enhance educational content quality, making it more responsive to learners' needs. This research significantly contributes to learning analytics and content optimization, offering practical tools to improve educational outcomes and inform future developments in e-learning.

cs.CY↗