The rapid expansion of virtual education has highlighted both its opportunities and limitations. Conventional virtual learning environments tend to lack flexibility, often applying standardized methods that do not account for individual learning differences. In contrast, Artificial Intelligence (AI) empowers the creation of customized educational experiences that address specific student needs. Such personalization is essential to mitigate educational inequalities, particularly in areas with limited infrastructure, scarce access to trained educators, and varying levels of digital literacy. This study explores the role of AI in advancing virtual education, with particular emphasis on supporting differentiated learning. It begins by selecting an appropriate pedagogical model to guide personalization strategies and proceeds to investigate the application of AI techniques across three key areas: the characterization of educational resources, the detection of learning styles, and the recommendation of tailored content. The primary contribution of this research is the development of a scalable framework that can be adapted to a variety of educational contexts, with the goal of enhancing the effectiveness and personalization of virtual learning environments through AI.

Researchers have extensively explored learning analytics in online courses, primarily focusing on linear course structures where students progress sequentially through lessons and assessments. However, non-linear courses, which allow students to complete tasks in any order, present unique challenges for learning analytics due to the variability in course progression among students. This study proposes a method for applying learning analytics to non-linear, self-paced MOOC-style courses, addressing early performance prediction and online learning pattern detection. The novelty of our approach lies in introducing a personalized feature aggregation that adapts to each student’s progress rather than being defined at fixed timelines. We evaluated three types of features—engagement, behavior, and performance—using data from a non-linear large-scale Moodle course designed to prepare high school students for a public university entrance exam. Our approach predicted early student performance, achieving an F1-score of 0.73 at a 20% cumulative weight assessment. Feature importance analysis revealed that performance and behavior were the strongest predictors, while engagement features, such as time spent on educational resources, also played a significant role. In addition to performance prediction, we conducted a clustering analysis that identified four distinct online learning patterns recurring across various cumulative weight assessments. These patterns provide valuable insights into student behavior and performance and have practical implications, enabling educators to deliver more personalized feedback and targeted interventions to meet individual student needs.

Seizure detection algorithms must discriminate abnormal neuronal activity associated with a seizure from normal neural activity in a variety of conditions. Our approach is to seek spatiotemporal waveforms with distinct morphology in electrocorticographic (ECoG) recordings of epileptic patients that are indicative of a subsequent seizure (preictal) versus non-seizure segments (interictal). To find these waveforms we apply a shift-invariant k-means algorithm to segments of spatially filtered signals to learn codebooks of prototypical waveforms. The frequency of the cluster labels from the codebooks is then used to train a binary classifier that predicts the class (preictal or interictal) of a test ECoG segment. We use the Matthews correlation coefficient to evaluate the performance of the classifier and the quality of the codebooks. We found that our method finds recurrent non-sinusoidal waveforms that could be used to build interpretable features for seizure prediction and that are also physiologically meaningful.