Advance Online Learning System with the Incorporation of
Deterministic Finite Automata in an LMS
As-il, Jhaeus Lubrin,Allann Jake
University of the Cordilleras University of the Cordilleras
+639472476464 +639274866937
jhaeus8@gmail.com allann.nirbul@gmail.com
ABSTRACT
Adaptive Online learning contributes to changing
the way instructional materials are presented
based on the interests of the students. Since each
student's comprehension ability is different, the
learning path should be tailored to their specific
needs. Few students can grasp concepts quickly,
while others may need further instruction in a
different manner.This paper takes a similar subject
and introduces it in a variety of ways to different
groups of students of varying levels of
comprehension. The proposed solution in this
paper is based on two concepts: Deterministic
Finite Automata (DFA) and Case Based Study
(CBS), with DFA providing adaptive nature and
displaying state transitions based on efficiency.
For a given subject, the learning path differs
depending on the student; this function is used to
provide adaptive nature in E-learning. CBS was
once known for offering state-specific research
materials. CBS selects research materials from a
case library.
Keywords
Adaptive Online learning, Deterministic finite
automata (DFA).
1. INTRODUCTION
Currently, society is dealing with a health crisis that
has altered how people live. The Coronavirus
disease 2019 (COVID-19) has revealed the fragility
of all areas, be they health, education, industrial,
etc. There is no part of society that has not been
affected; however, it is the duty of universities and
their research departments to work on all these
weaknesses and create robust models based on
what has been learned from this emergency [1].
For this, it is necessary to take into account the
tools that have allowed us to combat this disease
and
Villanueva,Raymart
University of the Cordilleras
+639213135488
raymartvillaneuva11@gmail.co
m
that have served as a channel to keep certain
areas available and functional that are necessary
for the development and subsistence of society.
These tools are information and communication
technologies (ICT), which have allowed most
activities to be carried out remotely and securely
[2]. It's worth noting that what happened has
altered our perspective on life.
With the use of ICT and new technologies, the
world is experiencing a new normalcy that brings
with it new challenges that must be overcome
and assumed by all sectors.Higher education is
one of the sectors of society that for several years
has integrated these technologies into its
activities.Despite the significant disadvantages,
this integration has allowed education to
continue. [3] However, it is necessary to recognize
the issues that have arisen and to implement
broad education models that incorporate new
and better technologies that allow students to
continue learning in any situation [4]. To achieve
this goal, it is necessary to revisit some previously
overlooked concepts and tools.
For example, learning management systems
(LMSs) have waned in popularity in recent years
because some institutions regard them as simple
repositories. Due to current circumstances, where
LMS is the medium that allows students to
maintain interaction with their institutions, this
vision has taken a drastic turn [5].
It is important to note that due to current
circumstances, the face-to-face educational
model has been forced to transition to a virtual or
online educational model.Although this factor
appears to be easily absorbed by students, it
makes a significant difference in a deeper
analysis. A change in study modality has a
significant impact on students' performance, such
as a loss of interest and an inability to adapt, both
of which are factors that directly affect learning.
Because he is the owner of knowledge, the
teacher is expected to be the main actor in
learning in a traditional education model [6].The
problems begin when this shifts and the student
becomes the primary actor in their education.
To address them, it is critical to create an ideal
learning environment for students, one in which
they can access all of the resources they require.
In addition, systems that continuously monitor their
performance must be included [7], as well as the
inclusion of systems in charge of assigning
activities that are aligned with each student's
characteristics.
The integration of artificial intelligence
machine learning, and a learning management
system (LMS) is proposed in this paper to improve
an online education model, increasing
efficiency of machine learning through
deterministic finite automata and, as a result,
student learning.
Learning will become more popular as a result of
the increased use of educational material in web
form in a web-based educational system.It
encourages students to investigate alternative
navigational paths using domain knowledge and
resources from around the world. It is impossible to
care for each and every student individually in our
educational system, but online learning systems
provide individualized attention to each student
based on their abilities.This paper employs
Deterministic Finite Automata (DFA) to aid in the
implementation of online learning in the LMS.They
taught the same topic in a different way unless
the students were completely prepared for the
chapter. It also looks after the students'
self-esteem by demonstrating progress over time.
A different DFA is used for each chapter. More
transitions are required for weaker students to
reach the goal or final state, whereas two
transitions are sufficient for fast learners.
2. METHODS
It is important to define the environment in which
the various frameworks will be implemented in
order to progress with the project. It is possible to
decide the best way to integrate systems by
evaluating the exact current conditions. In an
online education model, the AI system that deals
with the LMS, and students is tweaked to maximize
learning.Deterministic Finite Automata (DFA) are
used in this paper to implement E-Learning. Each
chapter of the subject has its own DFA in this
solution[10]. The number of states in deterministic
finite automata is fixed, and students can only be
in one state at a time. The transition of states in
DFA is determined by the input and state.DFA can
be represented by 5-tuples (Q, Σ, δ, q0, F) where
● Q is a finite set of states.
● Σ is a finite set of input symbols called the
alphabet .
● δ is a transition function (δ : Q × Σ → Q).
● a start state (q0 Q).
● a set of accepted states (F Q).
Now Q is a set of states through which student’s
pass in the learning process. Each state defines
a student's level of knowledge in a specific
subject. Σ is a finite set of inputs, where the input is
the student's score, which is calculated in each
(AI),
state based on the state's examination. Transition
δ represents change of knowledge or state. It is
based on the previous state and the state's
the input.The initial state, q0, is when they have little
knowledge of the chapter. This process will be
repeated until the student has a sufficient
understanding of the subject and has reached
the accepted state F. Score is calculated
depending upon two parameters:
1) Accuracy (A).
2) Marks of the particular Examination (M)
A= 𝑛𝑜. 𝑜𝑓 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑎𝑡𝑡𝑒𝑚𝑝𝑡𝑒𝑑 * 100 (1)
𝑛𝑜. 𝑜𝑓 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑒𝑑
M=
𝑚𝑎𝑟𝑘𝑠 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑
* 100 (2)
𝑡𝑜𝑡𝑎𝑙 𝑚𝑎𝑟𝑘𝑠
S= % (3)
𝐴+𝑀
2
Inputs are divided into three ranges (R) according
to Score(S).
R=
{1 𝑖𝑓 0% ≤ 𝑆 ≤ 34% , 2 𝑖𝑓 35% ≤ 𝑆 ≤ 64% , 3 𝑖𝑓 𝑆 > 65%
(4)
The initial state q0 represents the start of online
learning for a specific topic. The initial state system
examines the curriculum and depth of knowledge
of students by administering an initial examination.
The system then calculates the Score of the
particular student and decides the student's next
state based on that score.
(1) The first activity is that they are given study
material and video of lectures for a specific
chapter based on their score. This decision can be
made by teachers (if no previous cases have
been stored in the case library) or by referring to
previously stored cases. CBS (Case Base Study)
saves a lot of information for future use.It
compares similarities to find the solution method
for the most similar case. A CBS's task is to find the
most similar case from the case library based on
their score. CBS examines the Score and
compares it to previous cases. The best of these
cases is chosen, and the student is given the same
study materials and lecture videos. How do I pick
a case? The completeness of the students'
learning and its assessment results will be
influenced by an important factor in case
evaluation. The probability of success should be
used to make a choice (SP).
SP for i th Case and k th input range is represented
𝑛
∑ 𝑆𝑗
by 𝑆𝑃𝑖𝑘= 𝑗 =𝑛1 where n is number of times the
particular Case 𝐶𝑖is used for kth range 𝑆𝑗 is the
Score of a particular student when the Case 𝐶𝑖is
used for jth time.
(2) The corrective evaluation is the second action.
There are two parts to this activity:
a) Solving queries and doubts of the students.
b) Problem-solving exercises given to them, it
covers the same concepts and material as
the first activity but asks questions in a
slightly different way or format.
3. FINDINGS AND DISCUSSIONS
It is possible to determine the best way to
integrate technologies by determining the exact
current conditions. In an online education model,
the AI system that works with the LMS and students
is tweaked to improve learning. The objective in
this paper is that curriculum sequencing is done
by a subject expert and that the learning path is
determined by the students' skill, knowledge, and
dedication.
When students enter the final state F⊆Q, it
indicates that they have finished learning for that
subject. For each chapter, the same activity will
be done. Each state activity is represented by a
control flow diagram. The activity done on each
state is represented in the control flow diagram
below.
Fig. 1 : Diagram of the control flow for each state's
activities

(3) With the previous step, the system also

executes a motivational activity by displaying the
student's progress over time. Previous
accomplishment is stored state-by-state in the
database. The previous data was used to
determine the performance of a specific student.

(4) After completing all of the aforementioned

tasks, the system conducts an examination, from
which a score is computed. This score determines
the state's transition. However, if a student's
performance deteriorates, research documents
are re-verified to meet the needs of the student.

Figure 2 depicts DFA for an online learning on any

subject, where q0 is the initial state. At this level,
the system conducts one examination to
determine a student's depth of understanding in
terms of Score using formula 1, 2, 3. The range
given in formula 4 is then determined based on
the calculated score. The feedback to the state
q0 is range.

Fig 2: DFA for a particular topic

4. CONCLUSIONS

Using Deterministic Finite Automata, this paper

strengthens the adaptive design of an online
learning system. It assigns varying levels of effort to
various students. This system further motivates
students by praising them for their contributions. It
displays an overview of each student's success at
any given time.

This dissertation can be seen as a modern

perspective on Interactive Adaptive Environment
from a theoretical viewpoint. Where multiple
interacting states gradually build and modify the
learning to a subject. The key aim is to provide
students with in-depth awareness of each subject
before going on to the next.

The manual sequencing of the curriculum is

The above state transition diagram works as
follows:
Step 1: if input(𝑞0)= 1
goto state 𝑞1
Perform all of the steps outlined in fig. 1’s
control flow diagram and quantify range,
then repeat activity q0 according to fig.
2's state transition diagram until it enters
the final state.
performed by a topic specialist. Curriculum
sequencing is based on the concept of designing
an individualized course for each student by
dynamically choosing what will be achieved in
the future.
5. ACKNOWLEDGEMENTS
The researchers would like to thank the College of
Information Technology and Computer Science
staff, students and seniors of the University of the
Cordilleras for their online assistance and support.

Step 2 : else if input (𝑞0 )= 2

goto state 𝑞2

Perform all of the steps in fig. 1's control

flow diagram and compute range, then
repeat the activity as q0 according to fig.
2's state transition diagram until it enters
the final state.

Step 3 : else goto stare 𝑞3

Perform all of the steps in fig. 1's control

flow diagram and compute range, then
repeat the activity as q0 according to fig.
2's state transition diagram until it enters
the final state.

REFERENCES
[1] Li, H.; Liu, S.M.; Yu, X.H.; Tang, S.L.; Tang, C.K.
Coronavirus disease 2019 (COVID-19): Current status
and future perspectives. Int. J. Antimicrob. Agents 2020,
55, 105951.
https://www.sciencedirect.com/science/article/abs/pii
/S0924857920301011?via%3Dihub
[2] Beldarrain, Y. Distance education trends: Integrating
new technologies to foster student interaction and
collaboration. Distance Educ. 2006, 27, 139–153.
https://www.tandfonline.com/doi/abs/10.1080/0158791
0600789498
[3] Hssina, B.; Bouikhalene, B.; Merbouha, A. Europe and
MENA Cooperation Advances in Information and
Communication Technologies; Rocha, A., Mohammed,
S., Felgueiras, C., Eds.; Springer International Publishing:
Saidia, Marocco, 2017; Volume 520, ISBN
978-3-319-46567-8.
[4] Villegas-Ch, W.; Lujan-Mora, S.; Buenano-Fernandez,
D. Application of a Data Mining Method in to LMS for
the Improvement of Engineering Courses in Networks. In
Proceedings of the 10th International Conference of
Education, Research and Innovation (Iceri2017), Seville,
Spain, 16–18 November 2017; pp. 6374–6381.
[5] Comendador, B.E.V.; Rabago, L.W.; Tanguilig, B.T. An
educational model based on Knowledge Discovery in
Databases (KDD) to predict learner’s behavior using
classification techniques. In Proceedings of the IEEE
International Conference on Signal Processing,
Communications and Computing, Shanghai, China,
20–25 March 2016; pp. 1–6.
[6] Lee, S.J.; Lee, H.; Kim, T.T. A study on the instructor
role in dealing with mixed contents: How it affects
learner satisfaction and retention in e-learning.
Sustainability 2018, 10, 850.
https://www.mdpi.com/2071-1050/10/3/850
[7]Lee, J.; Song, H.D.; Hong, A.J. Exploring factors, and
indicators for measuring students’ sustainable
engagement in e-learning. Sustainability 2019, 11, 985.
https://www.mdpi.com/2071-1050/11/4/985
[8 ]Mario Muñoz-Organero, Member, IEEE, Gustavo
A. Ramírez, Pedro Muñoz Merino, and Carlos
Delgado Kloos, Senior Member, IEEE ” Analyzing
Convergence in e-Learning Resource Filtering Based
on ACO Techniques: A Case Study With
Telecommunication Engineering Students” IEEE
Transactions on Education, Vol. 53, No. 4, November
2010.
[9]Dr. Latha Parthiban and Saranya Sekar”Ant
Colony Optimization for Adaptive Learning “Indian
Journal of Computational Intelligence & Systems
Sciences,Volume 1, Number 1, January - June 2013,
pp.19-24
[10]Mario Muñoz-Organero, Member, IEEE, Gustavo
A. Ramírez, Pedro Muñoz Merino, and Carlos
Delgado Kloos, Senior Member, IEEE ” Analyzing
Convergence in e-Learning Resource Filtering Based
on ACO Techniques: A Case Study With
Telecommunication Engineering Students” IEEE
Transactions on Education, Vol. 53, No. 4, November
2010.
[11]Herman Dwi Surjono “The Evaluation of a
Moodle Based Adaptive e-Learning System”
International Journal of Information and Education
Technology, Vol. 4, No. 1, February 2014
[12]Floriana Esposito, Oriana Licchelli, Giovanni
Semeraro, “Discovering Student Models in e-learning
Systems,” Journal of Universal Computer Science, vol.
10, 2004,pg,no.47-57
[13]Manju Bhaskar, Minu M Das, Dr. T. Chithralekha, Dr.
S. Sivasatya “Genetic Algorithm Based Adaptive
Learning Scheme Generation For Context Aware
E-Learning” International Journal on Computer
Science and Engineering Vol. 02, No. 04, 2010,
1271-1279
[14]S. Gutierrez, G. Valigiani, Y. Jamont, P. Collet, and
C. Delgado, “A Swarm Approach for Automatic
Auditing of Pedagogical Planning,” in Proc. IEEE Int.
Conf. Adv. Learning Technol., Niigata, Japan, 2007,pp.
136–138.