Shiken blends artificial intelligence and scientific research into learning acquisition to analyse learner performance, focus revision and achieve exam success as quickly and efficiently as possible, while supporting student well-being though mindfulness and making learning for tests and exams as fun and productive as possible.
The application of artificial intelligence to education has been the subject of academic research for more than 30 years.
“In nearly all the 41 studies which compared pupils using adaptive software with peers who were taught by conventional means the software-assisted branch got higher scores.”
Intelligent Tutoring Systems use AI techniques to simulate one-to-one human tutoring, delivering learning activities best matched to a learner’s cognitive needs and providing targeted and timely feedback, all without an individual teacher having to be present (Du Boulay et al 2007). The most exciting development in this field of ITS AI is natural language processing as a way to interpret and respond to learner speech enabling traditional in-person teaching such as that for oral examinations to be scaled (Litman et al. 2018).
Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions (Bewick, Koutsopoulou, Miles, Slaa & Barkham, 2010; Regehr, Glancy & Pitts, 2013). Several studies have shown that approximately 50 per cent of students experience high levels of anxiety and stress (e.g., Bayram & Bilgel, 2008; Craggs, 2012). These levels of stress manifest in a number of ways with a concomitant increase in reported rates of stress-related mental health issues in undergraduate and graduate students (Hunt & Eisenberg, 2010; Pinder-Amaker, 2012; Stallman, 2010), reduced student satisfaction (Bayram & Bilgel, 2008) and lower levels of academic performance (Sohail, 2013). Anxiety and stress impact academic performance through evidence linking them to memory impairment, which interferes with an individual’s learning and information recall (e.g., Bremner & Narayan, 1998; Goleman, 2006).
Mindfulness-based interventions are effective methods of reducing stress and anxiety (Barnes, Trieber, & Davis, 2001; Manacha, Marks, Kenchington, Peters & Salome, 2002; Regehr et al., 2013). Mindfulness meditation consists of focusing on a specific procedure such as ones’ breathing, acknowledging any intrusive thoughts and emotions that may arise, and then letting them go (Germer et al., 2016). Mindfulness techniques have been shown to improve academic performance, including test performance by reducing anxiety and improving coping strategies (Dundas, Thorsheim, Hjeltnes & Binder, 2016; Shapiro, Brown, Thoresen & Plante, 2011). Furthermore, students who practice mindfulness have shown to achieve higher grades on tests than students who do not practice mindfulness (Bakosh, Snow, Tobias, Houlihan & Barbosa-Leiker, 2016; Docksai, 2013; Ramsburg & Youmans, 2014).