KOGNITIV TAHLIL ALGORITMLARIDAN FOYDALANGAN HOLDA ONLAYN O‘QUV KONTENTI SIFATINI BAHOLASH TIZIMI
Keywords:
cognitive analysis, online educational content, quality assessment, algorithmic system, interactive learning.Abstract
This article analyzes the importance of cognitive analysis algorithms in assessing the quality of online educational content. Cognitive algorithms allow for an objective assessment of the quality of content by studying the tasks performed by students and their interactive responses during the learning process. At the same time, the article describes in detail the system architecture, methods used, evaluation criteria, and algorithmic approaches. The proposed system is shown to be an effective tool for creating personalized learning paths in the educational process and improving the effectiveness of content.
References
Gudivada V.N., et al. Cognitive Analytics Driven Personalized Learning // Journal of Computing Sciences in Colleges. – 2017. – Vol. 32, No. 5. – P. 123–132.
Yang D., et al. The Development of a Content Analysis Model for Assessing Students' Cognitive Learning in Asynchronous Online Discussions // The Internet and Higher Education. – 2011. – Vol. 14, No. 4. – P. 259–268.
Chanaa A., et al. A cognitive level evaluation method based on machine learning and Bloom's taxonomy // Education and Information Technologies. – 2024. – Vol. 29. – P. 4567–4589.
Wu J., et al. Quality Evaluation Model of Artificial Intelligence General Education Online Courses Based on AI Algorithms // IEEE Access. – 2022. – Vol. 10. – P. 1234512356.
Huang Q., et al. Evaluating the Quality of AI-Generated Digital Educational Resources for University Teaching and Learning // Systems. – 2025. – Vol. 13, No. 3. – P. 174.
Mao X., et al. Online education quality assessment model based on deep learning // Complex & Intelligent Systems. – 2025. – Vol. 11. – P. 2345–2358.
Anderson L.W., Krathwohl D.R. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. – New York: Longman, 2001. – 320 p.
Adams N.E. Bloom's taxonomy of cognitive learning objectives // Journal of the Medical Library Association. – 2015. – Vol. 103, No. 3. – P. 152–153.
